Unit2OnwardsandupwardsDevelopingideas課件高二英語選擇性

SB1U2ThreeDaystoSee(Developingideas)ThreedaystoseeAnalysisofCurriculumStandardAnalysisofthetextAnalysisofthestudentsLearningobjectivesTeachingproceduresAnalysisofCurriculumStandardThecurriculumemphasizes

comprehensivecultivation

ofstudents’languageability,culturalawareness,

thinkingcapacity,andlearningability.普通高中英語課程強(qiáng)調(diào)對(duì)學(xué)生語言能力、文化意識(shí)、思維品質(zhì)和學(xué)習(xí)能力的綜合培養(yǎng)。Thecurriculumdevelopesstudents‘Englishsubjectcorecompetencies

andimplementingthefundamentaltaskoffosteringvirtuethrougheducation.普通高中英語課程發(fā)展英語學(xué)科核心素養(yǎng)，落實(shí)立德樹人根本任務(wù)Analysisofthetext

本單元的主題語境是“人與自我”，涉及的主題語境的內(nèi)容是勇往直前、永不放棄的精神，本板塊的課文是一篇散文，節(jié)選自HelenKeller的《假如給我三天光明》。課文介紹了失明的HelenKeller希望自己能擁有三天的光明，她想用這三天的時(shí)間去觀察世界，去看她想看的人和物。本板塊旨在啟迪學(xué)生珍惜自己擁有的一切，培養(yǎng)學(xué)生堅(jiān)強(qiáng)樂觀的人生態(tài)度，進(jìn)一步提高學(xué)生的語言能力和思維品質(zhì)。Analysisofthestudents

高中二年級(jí)的學(xué)生有一定的英語基礎(chǔ)，具備一定的提取文本信息的能力。但是，由于跨文化意識(shí)的缺乏和聾啞盲人生活經(jīng)驗(yàn)的缺失，學(xué)生對(duì)海倫·凱勒及其作品《假如給我三天光明》的認(rèn)知并不太熟悉。因此，他們可能在文章的理解方面存在一定的困難。

鑒于上述情況，需要給學(xué)生補(bǔ)充相關(guān)的背景知識(shí)、充足的閱讀時(shí)間和必要的指導(dǎo)。LearningobjectivesAttheendofthisclass,youwillbeableto:1.gettheauthor’s

writingpurposeandstructureofthepassage;2.learnaboutthequalitiesinHelenKeller;3.learnaboutthefigureofthespeech(修辭)-----parallelism(排比);

4.formapositiveattitudeinthefaceofadversityandfailure.

[?p?r?le?l?z?m]TeachingproceduresIfyouwerestrickenblindanddeaf,howwouldyoufeel?depressedterriblenervouslonelydonothingstayathome…Pre-readingWhoisshe?HelenKeller(1880-1968)BlindDeafAmericanFamousauthorandlecturerThreeDaystoSeeHelen’sopinionandhereagernesstoseeWhatHelendesirestoseein3daysAhintgivenbyHelentohealthypeoplePart1(Para._____)Part2(Para._____)Part3(Para._____)ReadforstructureFastreadingHelen’s

opinionandhereagernesstoseeWhatHelendesirestoseein3daysAhintgivenbyHelentohealthypeoplePart1(Para.1-3):Helen’sopinionandhereagernesstosee1.WhatdoesHelenthinkabouthumanbeingwithoutdisabilities?Andwhydoesshethinkthat?2.HowdidHelenfeelwhenherfriendtoldhershehadobservednothinginparticularinthewoods?Supportingsentences?

DarknessandsilencewouldmakeapersonmoreappreciativedoubtfulCarefulreadingOnthefirstdayOntheseconddayOnthethirddayTo___________havinghelpedherandaccompaniedher;To____________whichhaveopenedhermind;To____________inthewoodsand____________________To____________oftheprogressofcivilization;To_______________andspendtheeveningat_______oratthe_____________.To_____________again,anxioustodiscovernewdelights,newrevelationsofbeauty.Tospendthethirdday________________intheirday-to-daylife.seethepeopleseethebookstakealongwalkappreciatethebeautyofnature.observingpeoplegotothemuseumstheatermovies.greetthedawnseeadisplayPart2(Para.4-7):WhatHelendesirestoseein3daysSheisgratefultothepeoplewholoveherandhelpherShelovesnatureandlife.SheisthirstyforknowledgeShehassocialresponsibility.

ThequalitiesinHelenSheispositivetolife.Sheisgratefultothepeoplewho

loveherandhelpherShelovesnatureandlife.SheisthirstyforknowledgeShehassocialresponsibility.successOnthefirstdayOntheseconddayOnthethirddayTo___________havinghelpedherandaccompaniedher;To____________whichhaveopenedhermind;To____________inthewoodsand____________________To____________oftheprogressofcivilization;To_______________andspendtheeveningat_______oratthe_____________.To_____________again,anxioustodiscovernewdelights,newrevelationsofbeauty.Tospendthethirdday________________intheirday-to-daylife.seethepeopleseethebookstakealongwalkappreciatethebeautyofnature.gotothemuseumstheatermovies.greetthedawnseeadisplayPart2(Para.4-7):WhatHelendesirestoseein3daysobservingpeopleAtmidnightpermanentnightwouldcloseinonmeagain.OnlywhendarknesshadagaindescendeduponmeshouldIrealizehowmuchIhadleftunseen.AtmidnightPart3(Para8):AhintgivenbyHellentohealthypeopleReadthelastparagraphagainandfigureoutwhattheauthor'shintistothosewhoarehealthy.

Trytovalueandmakefulluseofthesenses:see,hear,touch,smell,taste.ReadandThinkA.Tohelpreadersunderstandwhatitisliketobeblind.B.Tomakereaderswithoutdisabilitiesappreciatewhattheyhave.C.Topersuadereaderstocareabouttheblind.Choosetheauthor’spurposeinwritingthepassageWhat’sthefigureofspeech(修辭手法)inthisparagraphUse...asif...Hear...asif...Touch...asif...ParallelismPart3(Para8):AhintgivenbyHellentohealthypeople

Parallelism(排比)asaliterarydevice(文學(xué)修辭)istheuseofexpressions,clausesorsentencesthataresimilarintheirstructure.Itcanmakethecontentmorerhythmic(有節(jié)奏的),engaging(吸引人的)andeasiertoremember.Itiscommonlyusedinliteraryworksandspeeches.排比是一種文學(xué)技巧，是指用結(jié)構(gòu)相似的表達(dá)、從句或句子。使內(nèi)容更有節(jié)奏感，更有吸引力，更容易被記住。常用于文學(xué)作品和演講中。Manypeoplehavemadegreatachievementdespitedisabilities,canyounamesomeinspiringmodels（榜樣）？Post-readingThink&ShareStephenHawkingZhangHaidiImageAmbassadorofQatarWorldCupof2022卡塔爾世界杯形象大使MuftahGuess：